Refusal Strategies by Young Jordanian Speakers in Arabic and English
This study aims to investigate refusal strategies used among Jordanian Arabic speakers and EFL learners of English in Jordan. Two Discourse Completion Tests (DCT), containing scenarios of refusal, were completed by 43 Jordanian Arabic speakers along with 37 EFL learners of English in Jordan. Data an...
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| Veröffentlicht in: | Theory and practice in language studies 2024-06, Vol.14 (6), p.1916-1926 |
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| container_title | Theory and practice in language studies |
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| creator | Huneety, Anas Al Alshdaifat, Abdallah al-Faqeeh, Esraa Mashaqba, Bassil Al Rababah, Luqman |
| description | This study aims to investigate refusal strategies used among Jordanian Arabic speakers and EFL learners of English in Jordan. Two Discourse Completion Tests (DCT), containing scenarios of refusal, were completed by 43 Jordanian Arabic speakers along with 37 EFL learners of English in Jordan. Data analysis reveals three main refusal categories used in the data: direct, indirect and adjuncts to refusals. Jordanian Arabic speakers used 7% direct refusals, 57% indirect refusals, and 36% adjuncts to refusals. In contrast, EFL learners used 13% direct refusals, 62% indirect refusals, and 25% adjuncts to refusals. Additionally, strategies such as insisting, insulting, praising the other, and invoking the name of God were observed. In conclusion, both groups preferred indirect refusal strategies over other types. It was also noted that EFL learners used more direct and indirect refusal strategies than Jordanian Arabic speakers but fewer adjuncts to refusals. Both groups produced similar strategies in response to the four types of situations, indicating that cultural background significantly influenced the way refusals were performed, despite the different languages used. |
| doi_str_mv | 10.17507/tpls.1406.33 |
| format | Article |
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Two Discourse Completion Tests (DCT), containing scenarios of refusal, were completed by 43 Jordanian Arabic speakers along with 37 EFL learners of English in Jordan. Data analysis reveals three main refusal categories used in the data: direct, indirect and adjuncts to refusals. Jordanian Arabic speakers used 7% direct refusals, 57% indirect refusals, and 36% adjuncts to refusals. In contrast, EFL learners used 13% direct refusals, 62% indirect refusals, and 25% adjuncts to refusals. Additionally, strategies such as insisting, insulting, praising the other, and invoking the name of God were observed. In conclusion, both groups preferred indirect refusal strategies over other types. It was also noted that EFL learners used more direct and indirect refusal strategies than Jordanian Arabic speakers but fewer adjuncts to refusals. Both groups produced similar strategies in response to the four types of situations, indicating that cultural background significantly influenced the way refusals were performed, despite the different languages used.</description><identifier>ISSN: 1799-2591</identifier><identifier>EISSN: 2053-0692</identifier><identifier>DOI: 10.17507/tpls.1406.33</identifier><language>eng</language><publisher>London: Academy Publication Co., LTD</publisher><subject>Adjuncts ; Arabic language ; Comparative analysis ; Cultural Background ; Cultural factors ; Data Analysis ; English (Second Language) ; English as a second language ; English as a second language learning ; English language learners ; Gender ; Interlanguage ; Language ; Language Proficiency ; Methods ; Native Speakers ; Oral Language ; Pragmatics ; Semitic Languages ; Social Behavior ; Social Status ; Speech ; Speech acts ; Students ; Study and teaching ; Verbal aggression ; Verbal communication</subject><ispartof>Theory and practice in language studies, 2024-06, Vol.14 (6), p.1916-1926</ispartof><rights>COPYRIGHT 2024 Academy Publication Co., LTD</rights><rights>Copyright Academy Publication Co., Ltd. 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Alshdaifat, Abdallah ; al-Faqeeh, Esraa ; Mashaqba, Bassil Al ; Rababah, Luqman</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c199t-1f11b96729f2846ed078776055adfccb819ebab0638fd03b9195698c9416c34a3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2024</creationdate><topic>Adjuncts</topic><topic>Arabic language</topic><topic>Comparative analysis</topic><topic>Cultural Background</topic><topic>Cultural factors</topic><topic>Data Analysis</topic><topic>English (Second Language)</topic><topic>English as a second language</topic><topic>English as a second language learning</topic><topic>English language learners</topic><topic>Gender</topic><topic>Interlanguage</topic><topic>Language</topic><topic>Language Proficiency</topic><topic>Methods</topic><topic>Native Speakers</topic><topic>Oral Language</topic><topic>Pragmatics</topic><topic>Semitic Languages</topic><topic>Social Behavior</topic><topic>Social Status</topic><topic>Speech</topic><topic>Speech acts</topic><topic>Students</topic><topic>Study and teaching</topic><topic>Verbal aggression</topic><topic>Verbal communication</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Huneety, Anas Al</creatorcontrib><creatorcontrib>Alshdaifat, Abdallah</creatorcontrib><creatorcontrib>al-Faqeeh, Esraa</creatorcontrib><creatorcontrib>Mashaqba, Bassil Al</creatorcontrib><creatorcontrib>Rababah, Luqman</creatorcontrib><collection>CrossRef</collection><collection>Gale Literature Resource Center</collection><collection>ProQuest Social Sciences Premium Collection</collection><collection>ProQuest Central (Corporate)</collection><collection>Linguistics and Language Behavior Abstracts (LLBA)</collection><collection>ProQuest Central (purchase pre-March 2016)</collection><collection>Education Database (Alumni Edition)</collection><collection>ProQuest Central (Alumni) (purchase pre-March 2016)</collection><collection>Research Library (Alumni Edition)</collection><collection>ProQuest Central (Alumni Edition)</collection><collection>ProQuest Central UK/Ireland</collection><collection>ProQuest One Literature</collection><collection>Social Science Premium Collection</collection><collection>ProQuest Central Essentials</collection><collection>ProQuest Central</collection><collection>ProQuest One Community College</collection><collection>Education Collection</collection><collection>Literature Online Core (LION Core) (legacy)</collection><collection>Linguistics Collection</collection><collection>Linguistics Database</collection><collection>ProQuest Central Korea</collection><collection>ProQuest Central Student</collection><collection>Research Library Prep</collection><collection>ProQuest One Literature - U.S. Customers Only</collection><collection>Education Database</collection><collection>Research Library</collection><collection>Research Library (Corporate)</collection><collection>ProQuest Learning: Literature</collection><collection>Literature Online Premium (LION Premium) (legacy)</collection><collection>ProQuest One Education</collection><collection>ProQuest One Academic Eastern Edition (DO NOT USE)</collection><collection>Literature Online (LION) - US Customers Only</collection><collection>ProQuest One Academic</collection><collection>ProQuest One Academic UKI Edition</collection><collection>ProQuest Central China</collection><collection>Literature Online (LION)</collection><collection>ProQuest Central Basic</collection><jtitle>Theory and practice in language studies</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Huneety, Anas Al</au><au>Alshdaifat, Abdallah</au><au>al-Faqeeh, Esraa</au><au>Mashaqba, Bassil Al</au><au>Rababah, Luqman</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Refusal Strategies by Young Jordanian Speakers in Arabic and English</atitle><jtitle>Theory and practice in language studies</jtitle><date>2024-06-01</date><risdate>2024</risdate><volume>14</volume><issue>6</issue><spage>1916</spage><epage>1926</epage><pages>1916-1926</pages><issn>1799-2591</issn><eissn>2053-0692</eissn><abstract>This study aims to investigate refusal strategies used among Jordanian Arabic speakers and EFL learners of English in Jordan. Two Discourse Completion Tests (DCT), containing scenarios of refusal, were completed by 43 Jordanian Arabic speakers along with 37 EFL learners of English in Jordan. Data analysis reveals three main refusal categories used in the data: direct, indirect and adjuncts to refusals. Jordanian Arabic speakers used 7% direct refusals, 57% indirect refusals, and 36% adjuncts to refusals. In contrast, EFL learners used 13% direct refusals, 62% indirect refusals, and 25% adjuncts to refusals. Additionally, strategies such as insisting, insulting, praising the other, and invoking the name of God were observed. In conclusion, both groups preferred indirect refusal strategies over other types. It was also noted that EFL learners used more direct and indirect refusal strategies than Jordanian Arabic speakers but fewer adjuncts to refusals. Both groups produced similar strategies in response to the four types of situations, indicating that cultural background significantly influenced the way refusals were performed, despite the different languages used.</abstract><cop>London</cop><pub>Academy Publication Co., LTD</pub><doi>10.17507/tpls.1406.33</doi><tpages>11</tpages></addata></record> |
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| subjects | Adjuncts Arabic language Comparative analysis Cultural Background Cultural factors Data Analysis English (Second Language) English as a second language English as a second language learning English language learners Gender Interlanguage Language Language Proficiency Methods Native Speakers Oral Language Pragmatics Semitic Languages Social Behavior Social Status Speech Speech acts Students Study and teaching Verbal aggression Verbal communication |
| title | Refusal Strategies by Young Jordanian Speakers in Arabic and English |
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